Ali Longbottom 18 December 2014 Is There A Formulaic Way to Learn Language? Any person who consciously studies another language--its grammar, culture, etc.--is involved in language learning. This means that a lot goes into the way a person studies; he or she implements a plethora of strategies and devices, along with the help of teachers and peers, to process information the most efficient way. That said, one can t help but wonder if an ideal method exists that serves as a standard for perfect language learning. What is this formula, if it can be found? Understanding the best possible method for language learning means analyzing groups of smaller factors that influence students and teachers alike, inside and outside of the classroom. Upon researching teaching methods, student strategies, and classroom studies, it seems that the meat of language learning can be broken down into a few parts: the key contributors to understanding language are a conglomeration of both internal and external factors that play into one s capacity for comprehending information. These include, quite importantly, all of the different strategies a student or teacher might employ to speed up the process. EXTERNAL (NON-INHERENT) FACTORS: External learning factors are part of a student s environment. Basically, they are qualities that directly impact the learning process, but that are not necessarily brought to the classroom with the student. These include teaching methods and problems, cognitive strategies, and, presumably, evidence that there might be a surefire way to learn a new language effectively and quickly.
From a teacher s perspective, it is important to understand first and foremost the mistakes that might hinder a student s learning. These are to be avoided at all costs, and should be covered before anything else. To best explain the dilemma of teaching mistakes, Jerry Gebhard provides some examples in his SLL (second language learning) book. These include the bandwagon problem and the outdated lab problem (Gebhard 72; 160). The bandwagon problem is essentially a teacher s overuse of a new methodology in the classroom, when in fact, the method is so recently developed that there exists no substantial studies of its effectiveness. These teachers jump on the latest methodological bandwagon of teaching (Gebhard 72). This occurred quite often in the seventies, when an era of new language learning methods were becoming popularized in the United States. We now know that these methods were more experimental than they were helpful; one silent method involved a completely silent teacher miming in front of a class ( Language Teaching Methods: Silent Way ). The class then had to say in the target language what the teacher had built (with blocks and other props) in front of them. Clearly, this method seems silly and is not a mainstream teaching technique today; moreover, mistakes like these provide evidence for the fault in the bandwagon problem. A second teaching problem serves as the opposite of the bandwagon problem: that is the outdated lab problem (Gebhard 160). This simply means that a teacher uses technology that is old or outdated, which simultaneously disinterests students and slows down the learning process. The emphasis on lab refers to listening labs that students do not enjoy because they have been found to be less useful than other forms of speaking and listening tests. Teaching mistakes aside, some external factors require classroom accommodations. This is the teacher s next step. Background knowledge is helpful to gather from students; it helps to explain some hindrances that set learners apart from one another. For example, Mary might be learning a second language, but have trouble reading in her own language. This would explain her troubles with
translation work, even if she seems to speak the language well. Motivation also falls under this category, and it will fall under many others to come. A student s motivation is key. Of course, there are two types of motivation: intrinsic motivation refers to one s own enthusiasm to achieve his or her goals, and extrinsic motivation is incentive given by others to reach the same end. The latter is the external one. While it is said that intrinsic motivation is more correspondent with success, a teacher can still play a role in a student s will to perform well. This is easier when the teacher receives background knowledge on a student s experience with language learning. Experience is a looming external factor in itself, and branching off underneath it are several others. A student may have little or no experience being immersed in another language, or it could be the other way around. This alone seems to suggest that an absolute teaching method might be harder to find; experience is quite particular to individual learners. Part of experiencing a language is exposure to native versus non-native speakers. Native speakers tend to slur words together, and speak casually when they converse. Due to this distinction, students who are exposed to native speakers have a better time grasping the language as it is actually spoken, whereas those who rarely listen to native speakers have a more difficult experience. This idea of exposing students to blending sounds coincides with the emphasis Gebhard puts on conversational language. Without belittling the necessity for proper grammar teaching, Gebhard notes in Teaching English as a Second or Foreign Language that linguistic features of language should not be overlooked. Phonetic features, or the analysis of sounds, in a new language help students grasp culture through conversation. For instance, making new speakers of English aware of the use of colloquialisms like, Atta girl, and, Gimme that, reduces confusion about the use of the native tongue (Gebhard 170). STRATEGIES
When it comes to language learning both in and out of the classroom, the use of a multitude of strategies rather than just one can be highly advantageous. Although they are considered external factors like the teaching pointers listed above, strategies are practice guidelines employed by students and teachers alike, making them separate from any one methodology. According to Tim Caudery, there are four types of strategies that students use to learn a new language. First, cognitive strategies involve using mnemonic devices to learn vocabulary, such as flashcards, music, acronyms, etc. This secures vocabulary in a student s memory. Second, metacognitive strategies can be described as knowledge about one s knowledge, or planning the organization of one s learning. In other words, metacognition has to do with reflection on learning techniques that have been successful for that student in the past. He or she might ask questions, such as, What s my biggest weakness? and, What kind of reading do I like? before moving forward, in order to better suit his or her interests. Every person learns in a way that is unique--a musician might be an auditory learner, a great writer gains more from written language, etc.--and that is crucial to the whole ideology of language learning. The third and fourth strategies are performance and affective strategies, which include rehearsing what you are going to say, and using self-talk to boost your confidence. These two mainly ensure a feeling of security when it comes to performing a skill in another language (Caudery). Someone who is shy might benefit the most from these if he or she is afraid of speaking in class. Because these strategies each suit a particular student s interest, it seems clear that no single one of them works better than the other in every case. A study done on this was written about by Rod Ellis in 1994 (Caudery). A control group of students who used one primary learning strategy was compared with a group of students who implemented multiple strategies within their curriculum. After a few weeks, the second group tested better than the first. However, the students in the second group ironically tested lower in confidence. The first group still improved, but less as much. It was
ultimately decided that a mix of strategies serve their purpose better than just one, but it is still unclear which ones are most important, and why. This is partly why communicative language teaching is the mainstream method of today s foreign language classes; it is a broad set of principles, rather than its own unique procedure. INTERNAL (NON-INHERENT) FACTORS Now that the external factors have been laid out, it has been somewhat established that learning techniques are dependent on the individuality of the student and the teacher, who work alone or together with a personalized agenda to reach their goals. Without completely debunking the idea of a language-learning formula, although we now know it cannot exist as an absolute standard for all students, everywhere, a look at some internal factors narrows down the search for ideal language learning of the individual. These factors are qualities that students may or may not have when they enter the classroom, that are mostly independent of a student s environment. The most basic of the internal factors are age, personality, and (as was previously stated) motivation (Shoebottom). These are somewhat self-explanatory. A person who is younger learns better, generally speaking; the critical period for language learning supposedly ends when a person reaches puberty, although that does not make it impossible to learn language. As for personality, a classroom setting often relies on both group activity and individual performance, so a student who is quiet or shy might not perform as well in the speaking section of the class, for example. Motivation as an internal factor typically means that the student takes an interest in learning the language and wants to work hard in doing so. Language similarities can sway the learning experience for a student who has prior experience with other languages. A Portuguese-speaking student will learn Romanian with much more ease than he or she would Japanese, due to the likeness of those tongues. This phenomenon occurs because
students match vocabulary words with similar words that they already have stored as reference, so when they learn a language similar to their own, there are several cognates that match up nicely (Marian et al.). Internal factors play a technical role in language learning as well. For one, reading comprehension translates from one language to the next, and can create an advantage or disadvantage based on a student s prior education. It has been found (Caudery) that students who utilize reading comprehension strategies in their own language, such as those a high school student might learn in preparation for standardized testing, are able to do the same for other languages as well. This is evidence that, unfortunately for the formula in question, some students have an inherent advantage over others to language learning. Another example of natural advantages is seen with bilingual students. This factor is applicable in third language learning onward, since someone who is bilingual has already acquired two languages. A study from 2009 (Marian et al.) tested three groups of people in a target language using native speakers versus non-native speakers. These groups were composed of Chinese-speaking bilinguals, Spanish-speaking bilinguals, and speakers of only English. In the end, bilinguals tested better than monolinguals in comprehension of native speaking, suggesting that bilingual students have somewhat of a head start. In essence, the significance--if not the presence alone--of internal factors in language learning shows that some students are simply equipped with a better foundation for a second language than others. However, this does not guarantee they will learn more efficiently, all things considered. That means that even if it was clear which strategies worked best, they could not be executed at the same success rate by each student. CONCLUSIONS
Learning a second language is a personalized process from the beginning, and it is dependent on internal and external factors. Sometimes, the way a student comprehends information in his or her own language transfers over to the target language. Other times, a highly motivated student will implement a group of strategies that make learning more enjoyable. Whatever the case, language learning is a combination of techniques and environments particular to the learner that best suit his or her skills and weaknesses. No absolute standard suits all students alike, but it is clear what is helpful and what should be avoided. Strategies are immensely important to use. Although it is still unclear which strategies are most important why, it is true that a variety speeds up the learning process in comparison to the use of just one. Beyond that, understanding one s own preference (or one s students preferences) in learning techniques makes information easier to store and remember. Teaching methods make a difference, and the wrong ones can set students back. Some are outdated and others are questionable. In general, a wide range of principles, such as is present in the communicative teaching method, is more likely to suit an entire classroom of students. Some students have an advantage. Bilingualism and language similarity creates a wider range of reference with which to associate new vocabulary. Younger students might process language better than older ones, and highly educated students will have the use of comprehension skills by their side. It is important for teachers to acquire background knowledge about these qualities to better personalize their curriculum to each class. Most importantly, every learner is different, so it would be impossible to create a formula for the best language learning. In the same light, however, it is possible for an individual to decide an ideal methodology for him- or herself. This is because each learner comes from a different background, and will take a liking to a unique approach that nurtures both advantages and
hindrances. This emphasis on individuality enhances the likelihood of success not only in the realm of language, but in every learning environment. Works Cited
Caudery, Tim. Strategies in Learning and Using a Second Language. The Electronic Journal for English as a Second or Foreign Language. TESL-EJ, Jan. 1994. Web. 3 Nov. 2014. <http://www.tesl-ej.org/wordpress/issues/volume3/ej12/ej12r10/?iframe=true&width=100% &height=100%>. Gebhard, Jerry G. Teaching English as a Foreign or Second Language. 2nd ed. Ann Arbor: U of Michigan P, 2009. Print. A Self-Development and Methodology Guide. Language Teaching Methods: Silent Way. youtube.com. YouTube, 25 Jan. 2013. Web. 18 Dec. 2014. <https://www.youtube.com/watch?v=xqlzblcpack>. Marian, Viorica, et al. Bilingualism: Consequences for Language, Cognition, Development, and the Brain. The ASHA Leader. American Speech-Language-Hearing Association, 13 Oct. 2009. Web. 27 Nov. 2014. <http://www.asha.org/publications/leader/2009/091013/f091013a.htm>. Shoebottom, Paul. The Factors That Influence the Acquisition of a Second Language. A Guide to Learning English. Frankfurt International School, 2014. Web. 27 Nov. 2014. <http://esl.fis.edu/teachers/support/factors.htm>.